Special Program Para , Life Skills

Special Program Para 1, Life Skills 1:

Vancouver Public Schools Discovery Middle School – Vancouver, Washington.

Job : 5801064

Final date to receive applications: Sep 30, 2026 5:00 PM (Pacific Standard Time)

Re-Posted: Jul 01, 2026 7:00 AM (UTC)

Starting Date: Immediately

Position Type: Day Shift

Salary: $26.19 to $31.89 Hourly

Special Program Para educator 1, Life Skills

6.5 hours per day, 9 months per year

One‑on‑one position.

Fair Labor Standards Act Status:
Non‑Exempt

The district will consider all applications. The most qualified and competitive applicant(s) possessing directly related experience, training, and education may be invited for an interview/selection process. The district conducts confidential reference checks and requires a criminal background investigation. Unfortunately, not all applicants will receive an interview due to the number of applications received.

Resumes should include education, relevant experience (including current position), and skills highlighting qualifications for the position.

All district employees are encouraged to review their personnel file to ensure documentation supporting qualifications described on job postings.

Failure to submit a full application package will result in disqualification.

Internal applicants must have official transcripts to confirm education on file or included with the application.

External applicants must include official transcripts to confirm education or ETS Para Pro Assessment results with application.

• Documentation verifying a high school diploma or GED AND
• Official transcripts verifying an Associate's degree (90 quarter, 60 semester) OR 72 quarter or 48 semester credits from an accredited university, college, community college or business school; OR ETS Para Pro Assessment result of 461 or higher
• One year of related experience working with children in an educational setting preferred
• Successful experience as part of an educational team preferred
• Experience demonstrating excellent interpersonal skills and teamwork, supporting classroom and program goals
• Excellent problem‑solving, analytical, and conflict‑resolution skills and ability to think quickly
• Experience working with children with moderate to severe disabilities preferred

• Effectively communicate with and appreciate individuals from diverse, socio-economic backgrounds
• Act upon evasive and aggressive behavior of students
• Attend mandatory weekend training and successfully pass district CPI, de‑escalation/physical restraint training; complete required training as soon after hiring as possible
• Learn and use a computer monitor, keyboard, and appropriate adaptive technologies
• Successfully implement educational programs and manage student behavior under teacher direction
• Maintain confidentiality
• Be flexible with assigned tasks and schedules
• Develop relationships and supportive roles with children possessing mental or physical disabilities

• Lift, move, and physically restrain a child of the required size
• Independently and safely escort students around the school building, grounds, and in the community
• Observe student behavior and communicate observations to appropriate service providers
• Maintain regular attendance to meet program requirements

• Treat co‑workers, supervisors, students, parents, and others with dignity and respect at all times
• Serve as a positive role model for students and practice expected behaviors
• Work flexibly and cooperatively
• Assist the teacher in implementing and evaluating IEP goals and objectives
• Participate in team meetings as appropriate for observational input or information gathering
• Manage behavior and assist students during class activities, individually or in small groups; provide instructional assistance as directed by certificated staff; subject areas may include academic subjects, life skills, social skills, community access, personal hygiene, communication, occupational therapy, or job‑skills training; assist teacher with lesson material preparation and data collection
• De‑escalate students in emotional/behavioral crisis; carry out behavior management plans as appropriate
• Di…